Cali Williams and Sarah Nussdorfer TE 803 Special Education Presentation Do Any of These Cause You Anxiety? 1.Entering your PIN at an ATM. 2. Security code doors. 3. Giving out your phone number or dialing a number from memory (even if you only heard it 5 seconds ago). 4. Calculating change. 6. Being confident you know how much an item costs when it’s % off regular. 8. Remembering dates. 9. Tests/exams/quizzes 10. Anything to do with fractions. Then you might have . . .
Mathematics Deficit (Dyscalculia) The inability to deal with number and mathematical concepts ·Characteristics of the disability -COMMON CHARACTERISTICS oComputation:long term-memory for math facts, sequencing the steps in computation problems, organizing and lining up numbers, recognizing place value, dealing with time, money, measurement, estimating, or difficulty attending to operational signs. oDifficulty distinguishing the important from the unimportant details in word problems oDifficulty copying or reading numbers and recognizing patterns or relationships among numbers oStudents often respond with an answer that bears no relationship to the math question asked oDifficulties remembering formulas oStudent perseveres with an improper procedure -LESS COMMON CHARACTERISTICS: oconsistently reluctant to begin any math task odifficulty with math vocabulary -DYSCALCULIA AT DIFFERENT AGES: oYoung children have difficulty learning to count oSchool age children have difficulty remembering math facts oAdults have difficulty with more advanced math problems ·Misconceptions about the disability -If language level is low, math level will also be low -Students with dyslexia have a math deficit disability -Dyscalculia only occurs in low level learners -Struggling with math at a young age means you have a math deficit ·Accommodations for individual students -Use word problems that relate to the student’s experiences -Use concrete manipulatives -Have child highlight key words for steps, directions, or operations -Use color coding (i.e. green for addition, red for subtraction) -For younger students, put a number line on desk -Reduce the number of questions, but not the difficulty -Use modeling frequently -Use pairs and partnerships often -Provide student with a quiet place to work ·Curricular modification -Have students highlight key words or information on assessments -Partners and group work -Manipulatives -One-one and small group instruction -Re-teaching for specific students -Frequent informal assessments -Modeling breaking down a story or multistep problem -Providing graph paper to assist creating lattice boxes -Providing more time to complete assignments -Practice, practice, practice ·Resources for additional information -www.uoregon.edu/~moursund/Math/math-disabilities.html -Resource for the Identification and Teaching of Students with Specific learning Disability (TE803 course pack) -http://www.ncld.org/index.php?option=content&task=view&id=463
TE 803 Special Education Presentation
Do Any of These Cause You Anxiety?
1. Entering your PIN at an ATM.
2. Security code doors.
3. Giving out your phone number or dialing a number from memory (even if you only heard it 5 seconds ago).
4. Calculating change.
6. Being confident you know how much an item costs when it’s % off regular.
8. Remembering dates.
9. Tests/exams/quizzes
10. Anything to do with fractions.
Then you might have . . .
Mathematics Deficit (Dyscalculia)
The inability to deal with number and mathematical concepts
· Characteristics of the disability
- COMMON CHARACTERISTICS
o Computation: long term-memory for math facts, sequencing the steps in computation problems, organizing and lining up numbers, recognizing place value, dealing with time, money, measurement, estimating, or difficulty attending to operational signs.
o Difficulty distinguishing the important from the unimportant details in word problems
o Difficulty copying or reading numbers and recognizing patterns or relationships among numbers
o Students often respond with an answer that bears no relationship to the math question asked
o Difficulties remembering formulas
o Student perseveres with an improper procedure
- LESS COMMON CHARACTERISTICS:
o consistently reluctant to begin any math task
o difficulty with math vocabulary
- DYSCALCULIA AT DIFFERENT AGES:
o Young children have difficulty learning to count
o School age children have difficulty remembering math facts
o Adults have difficulty with more advanced math problems
· Misconceptions about the disability
- If language level is low, math level will also be low
- Students with dyslexia have a math deficit disability
- Dyscalculia only occurs in low level learners
- Struggling with math at a young age means you have a math deficit
· Accommodations for individual students
- Use word problems that relate to the student’s experiences
- Use concrete manipulatives
- Have child highlight key words for steps, directions, or operations
- Use color coding (i.e. green for addition, red for subtraction)
- For younger students, put a number line on desk
- Reduce the number of questions, but not the difficulty
- Use modeling frequently
- Use pairs and partnerships often
- Provide student with a quiet place to work
· Curricular modification
- Have students highlight key words or information on assessments
- Partners and group work
- Manipulatives
- One-one and small group instruction
- Re-teaching for specific students
- Frequent informal assessments
- Modeling breaking down a story or multistep problem
- Providing graph paper to assist creating lattice boxes
- Providing more time to complete assignments
- Practice, practice, practice
· Resources for additional information
- www.uoregon.edu/~moursund/Math/math-disabilities.html
- Resource for the Identification and Teaching of Students with Specific learning Disability (TE803 course pack)
- http://www.ncld.org/index.php?option=content&task=view&id=463